Abstract

Studies focusing on debate as pedagogy have been gaining attention recently. However, most research has employed policy debate, which is a traditional debate style. Parliamentary debate, which is an impromptu debate style, has been recently gaining popularity worldwide. As minimal research exists on parliamentary debate as pedagogy, the present study examined the correlations between parliamentary debate participation, communication competence, communication apprehension, argumentativeness, and willingness to communicate. Moreover, this study aimed to investigate the unique characteristics of communication variables and correlations with the experience of participating in a parliamentary debate in a Japanese context, an area that interests many scholars. The results showed some differences in correlations between Japanese and United States samples, which was explained by analyzing a trait of Japanese culture that is characterized as highly contextual. Regarding the correlations between communication variables and parliamentary debate participation, significant differences were found for all variables except for communication competence, where less communication apprehension, more argument approach, less argument avoidance, and more willingness to communicate were observed compared to non-debaters. Finally, the study findings revealed that those with parliamentary debate experience obtained lower scores for communication apprehension and higher scores for argumentative approaches compared with those who did not have such experience; the effect sizes were smaller in women than men. These findings suggest that parliamentary debate participation is an effective way to foster communication variables.